Conceptualizing diversity in ECEC policy: implications for the role of diverse preschool in Sweden

The study investigates how cultural and linguistic diversity is understood and implemented in Swedish kindergarten policy. The researcher analyses how diversity is understood and how these understandings affect educational approaches in kindergarten. The study also reveals the challenges in implementing these policies, particularly regarding multilingualism.

The findings show that the concept of diversity is dynamic and reflected in discourses about democratic citizenship and multilingualism. Although there is agreement on the importance of the Swedish language in kindergarten, the understandings of multilingualism are complex and sometimes contradictory. It is highlighted that intercultural approaches in kindergarten can help create inclusive learning environments, but there are also challenges associated with ensuring equal learning conditions for all children, regardless of their linguistic background.

The study combines document analysis of official policy documents such as the Swedish kindergarten curriculum (Lpfö18) and government reports with in-depth interviews. The interviews were conducted with eight senior political actors from various Swedish educational authorities. The data were analysed thematically to identify different understandings of diversity and the role of kindergarten in a multicultural society.

Papakosma, M. (2023). Conceptualizing diversity in ECEC policy: implications for the role of diverse preschool in Sweden. European Early Childhood Education Research Journal, 32(4), 591–606.